This study aimed to identify the key dimensions and components of growth mindset development among faculty members.The qualitative research method is a meta-synthesis type. Data were collected using Sandelowski and Barroso's seven-step model. Articles were searched within the domestic time range of 1394-1404 and foreign time range of 2015-2025. After screening16 sources were purposefully selected from 225 sources of the research topic. The data were analyzed using Thematic Content Analysis. An in-depth analysis of prior studies led to the identification of 3 dimensions15 key components and 67 indicators. The dimensions of developing a growth mindset were explained in 3 dimensions: educational, individual and organizational. In educational dimension, 6 components (goal orientation and clarification of expectations; effective and constructive feedback; innovative, inquiry-oriented, and diverse teaching methods; supportive faculty–student interactions; a safe and facilitative classroom environment; and comprehensive assessment), In individual dimension, 3 components (positive attitude toward learning; sufficient motivation for change and advancement; and the cultivation of self-awareness and self-efficacy), In organizational dimension, 6 components (participation in professional development programs; effective and transformational leadership; strengthening organizational culture; improvement of performance identification and evaluation systems; promotion of well-being and supportive organizational policies; and the establishment of an empathetic and interactive learning community) were identified. Based on the results the development of a growth mindset in professors does not occur in isolation. The proposed model of this research, with the presented specifications can guide and assist faculty members, policymakers, and administrators to take steps towards improving the quality of the higher education system.